Learners Best Quotes

The more confident a learner is of their wrong answer, the better the information sticks when they subsequently learn the right answer. Tolerating big mistakes can create the best learning opportunities.*

No matter how dysfunctional your background, how broke or broken you are, where you are today, or what anyone else says, YOU MATTER, and your life matters!

Accountable Authentic Collaborative Courageous Passionate Lifelong learner Welcomes feedback Biased toward action Solution oriented Change agent

The best part of the journey is the surprise and wonder along the way.

it is difficult to accept that the best learning road is slow, and that doing poorly now is essential for better performance later. It is so deeply counterintuitive that it fools the learners themselves,

People who are ready to learn are those who will be the best to lead.

One of the best habits a learner can instill in herself is regular self-quizzing to recalibrate her understanding of what she does and does not know.

Books are the best companions as they make you sit near wisdom.

The best jobs are neither decreed nor degreed. They are creative expressions of continuous learners in free markets.

For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.

The best learners are the best earners.

They say experience is the best teacher. Instead, it should be that failure is the best teacher. I’ve found that the best learners are the ones who cope best with failure and use it as a learning tool.

Knowledge is life. The more informed you are, the better you are in making the best decision.

The best way to teach a child is live an exemplary life.

You are never defeated in life, you are only a learner.

Richard Felder is co-developer of the Index of Learning Styles. He suggests that there are eight different learning styles. Active learners absorb material best by applying it in some fashion or explaining it to others. Reflective learners prefer to consider the material before doing anything with it. Sensing learners like learning facts and tend to be good with details. Intuitive learners like to identify the relationships between things and are comfortable with abstract concepts. Visual learners remember best what they see, while verbal learners do better with written and spoken explanations. Sequential learners like to learn by following a process from one logical step to the next, while global learners tend to make cognitive leaps, continuously taking in information until they “get it.

a good teacher is at his best with slow learners.

The mark of a lifelong learner is recognizing that you can learn something from everyone you meet. Knowledge is best sought from experts. Wisdom can come from anywhere.

In high schools it seems that half of teachers lecture most or all of the time.* Lectures are not always the best method of learning, and they are not enough to develop students into lifelong learners. If you spend all of your school years being fed information and are never given the opportunity to question it, you won’t develop the tools for rethinking that you need in life.

Improving the skills of HR colleagues. The best learners are also teachers. Investing in building the skills of HR colleagues requires individuals to be clear and disciplined about a topical area, tool, or technology.

There is another reason for not spending too much time on complex grammatical features. It is not easy to explain the meaning and function of these features. If it is difficult for teachers and grammarians to understand the meaning of these features, it is going to be even more difficult for learners of the language. These features are best learnt through experience, through meeting them many times in input and through having to use them in output.

The best leaders are lifelong learners; they take measures to create organizations that foster and inspire learning throughout. The most effective leaders are those who realize it’s what you learn after you know it all that counts most.

A teacher, coach, or manager who knows his learner is able to accurately communicate in a manner that best suits that learner, and the more effectively a leader can communicate his or her expectations, the better the results are going to be.

Perspective - Use It or Lose It. If you turned to this page, you're forgetting that what is going on around you is not reality. Think about that. Remember where you came from, where you're going, and why you created the mess you got yourself into in the first place. You are led through your lifetime by the inner learning creature, the playful spiritual being that is your real self. Don't turn away from possible futures before you're certain you don't have anything to learn from them. Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, and teachers. Your only obligation in any lifetime is to be true to yourself. Being true to anyone else or anything else is not only impossible, but the mark of a false messiah. Your conscience is the measure of the honesty of your selfishness. Listen to it carefully. The simplest questions are the most profound. Where were you born? Where is your home? Where are you going? What are you doing? Think about these once in awhile, and watch your answers change. Your friends will know you better in the first minute you meet than your acquaintances will know you in a thousand years. The bond that links your true family is not one of blood, but of respect and joy in each other's life. Rarely do members of one family grow up under the same roof. There is no such thing as a problem without a gift for you in its hands. You seek problems because you need their gifts. Imagine the universe beautiful and just and perfect. Then be sure of one thing: The Is has imagined it quite a bit better than you have. The original sin is to limit the Is. Don't. A cloud does not know why it moves in just such a direction and at such a speed, it feels an impulsion....this is the place to go now. But the sky knows the reason and the patterns behind all clouds, and you will know, too, when you lift yourself high enough to see beyond horizons. You are never given a wish without being given the power to make it true. You may have to work for it, however. Argue for your limitations, and sure enough, they're yours. If you will practice being fictional for a while, you will understand that fictional characters are sometimes more real than people with bodies and heartbeats. The world is your exercise-book, the pages on which you do your sums. It is not reality, although you can express reality there if you wish. You are also free to write nonsense, or lies, or to tear the pages. Every person, all the events of your life, are there because you have drawn them there. What you choose to do with them is up to you. In order to live free and happily, you must sacrifice boredom. It is not always an easy sacrifice. The best way to avoid responsibility is to say, "I've got responsibilities." The truth you speak has no past and no future. It is, and that's all it needs to be. Here is a test to find whether your mission on earth is finished: If you're alive, it isn't. Don't be dismayed at good-byes. A farewell is necessary before you can meet again. And meeting again, after moments or lifetimes, is certain for those who are friends. The mark of your ignorance is the depth of your belief in injustice and tragedy. What the caterpillar calls the end of the world, the master calls a butterfly. You're going to die a horrible death, remember. It's all good training, and you'll enjoy it more if you keep the facts in mind. Take your dying with some seriousness, however. Laughing on the way to your execution it not generally understood by less advanced lifeforms, and they'll call you crazy. Everything above may be wrong!

forcing someone to do something only resulted in grudging compliance at best; whereas getting them to participate and enjoy the process turned them into eager and fast learners. This applied equally to the dogs, the goats - and the children! The sheep and the cats not so much

Study skills really aren't the point. Learning is about one's relationship with oneself and one's ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results--and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning.

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

The most important thing a developer can do for a learner is to listen in an active way. This includes hearing not only what is said, but also how it is said and what it means; recognizing, then encouraging or challenging, the learner’s patterns of thinking, feeling, and behaving, particularly those that support or detract from the learner’s goals and ultimate growth; and having the experience, intuition, and wisdom to know when to just listen and when to say or do something.

Like first language learners, second language learners do not learn language simply through imitation and practice. They produce sentences that are not exactly like those they have heard. These new sentences appear to be based on internal cognitive processes and prior knowledge that interact with the language they hear around them. Both first and second language acquisition are best described as developing systems with their own evolving rules and patterns, not simply as imperfect versions of the target language.

Katie stood alone... 'They think this is so good,' he thought. 'They think it's good- the tree they got for nothing and their father playing up to them and the singing and the way the neighbors are happy. They think they're mighty lucky that they're living and it's Christmas again. They can't see that we live on a dirty street in a dirty house among people who aren't much good. Johnny and the children can't see how pitiful it is that our neighbors have to make happiness out of this filth and dirt. My children must get out of this. They must come to more than Johnnny or me or all thse people around us. But how is this to come about? Reading a page from those books every day and saving pennies in the tin-can bank isn't enough. Money! Would that make it better for them? Yes, it would make it easy. But no, the money wouldn't be enough. McGarrity owns the saloon standing on the corner and he has a lot of money. His wife wears diamond earrings. But her children are not as good and smart as my children. They are mean and greedy towards others...Ah no, it isn't the money alone... That means there must be something bigger than money. Miss Jackson teaches... and she has no money. She works for charity. She lives in a little room there on the top floor. She only has the one dress but she keeps it clean and pressed. Her eyes look straight into yours when you talk to her... She understands about things. She can live in the middle of a dirty neighborhood and be fine and clean like an actress in a play; someone you can look at but is too fine to touch... So what is this difference between her and this Miss Jackson who has no money?... Education! That was it!...Education would pull them out of the grime and dirt. Proof? Miss Jackson was educated, the McGarrity wasn't. Ah! That's what Mary Rommely, her mother, had been telling her all those years. Only her mother did not have the one clear word: education!... 'Francie is smart...She's a learner and she'll be somebody someday. But when she gets educated, she will grow away from me. Why, she's growing away from me now. She does not love me the way the boy loves me. I feel her turn away from me now. She does not understand me. All she understands is that I don't understand her. Maybe when she gets education, she will be ashamed of me- the way I talk. but she will have too much character to show it. Instead she will try to make me different. She will come to see me and try to make me live in a better way and I will be mean to her because I'll know she's above me. She will figure out too much about things as she grows older; she'll get to know too much for her own happiness. She'll find out that I don't love her as much as I love the boy. I cannot help that this is so. But she won't understand that. Somethimes I think she knows that now. Already she is growing away from me; she will fight to get away soon. Changing over to that far-away school was the first step in her getting away from me. But Neeley will never leave me, that is why I love him best. He will cling to me and understand me... There is music in him. He got that from his father. He has gone further on the piano than Francie or me. Yes, his father has the music in him but it does him no good. It is ruining him... With the boy, it will be different. He'll be educated. I must think out ways. We'll not have Johnnny with us long. Dear God, I loved him so much once- and sometimes I still do. But he's worthless...worthless. And God forgive me for ever finding out.' Thus Katie figured out everything in the moments it took them to climb the stairs. People looking up at her- at her smooth pretty vivacious face- had no way of knowing about the painfully articulated resolves formulating hin her mind.

Research findings The ‘Teach what is teachable’ view suggests that while variational features of the language can be taught successfully at various points in the learners’ development, developmental features are best taught according to the learners’ internal schedule. Furthermore, although learners may be able to produce more advanced forms on tests or in very restricted pedagogical exercises, instruction cannot change the ‘natural’ developmental course. The recommendation is to assess the learners’ developmental level and teach what would naturally come next.

Miss Wooding turned the nervous shade of pink that Rosaline found people often turned when her sexuality went from an idea they could support to a reality they had to confront. “I appreciate this is a sensitive topic and one that different people have different beliefs about. Which is why I have to be guided by the policies of our academy trust, and they make it quite clear that learners shouldn’t be taught about LGBTQ until year six.” “Oh do they?” asked Rosaline, doing her best to remember that Miss Wooding was probably a very nice person and not just a fuzzy cardigan draped over some regressive social values. “Because Amelie’s in year four and she manages to cope with my existence nearly every day.” Having concluded this was going to be one of those long grown-up conversations, Amelie had taken her Panda pencil case out of her bag and was diligently rearranging the contents. “I do,” she said. “I’m very good.” Miss Wooding actually wrung her hands. “Yes, but the other children—” “Are allowed to talk about their families as much as they like.” “Yes, but—” “Which,” Rosaline went on mercilessly, “when you think about it, is the definition of discrimination.” Amelie looked up again. “Discrimination is bad. We learned that in year three.” The d-word made Miss Wooding visibly flinch. “Now Mrs. Palmer—” “Ms. Palmer.” “I’m sure this is a misunderstanding.” “I’m sure it is.” Taking advantage of the fact that Miss Wooding had been temporarily pacified by the spectre of the Equality Act, Rosaline tried to strike a balance between defending her identity and catching her train. “I get that you have a weird professional duty to respect the wishes of people who want their kids to stay homophobic for as long as possible. But hopefully you get why that isn’t my problem. And if you ever try to make it Amelie’s problem again, I will lodge a formal complaint with the governors.” Miss Wooding de-flinched slightly. “As long as she doesn’t—” “No ‘as long as she doesn’t.’ You’re not teaching my daughter to be ashamed of me.” There was a long pause. Then Miss Wooding sighed. “Perhaps it’s best that we draw a line under this and say no more about it.” In Rosaline’s experience this was what victory over institutional prejudice looked like: nobody actually apologising or admitting they’d done anything wrong, but the institution in question generously offering to pretend that nothing had happened. So—win?

It was in Cleveland that Magic Slim became the most successful pornographic film producer in America. His training center was a key link in a human trafficking supply chain stretching from the former Soviet Republics in Eastern Europe to the United States. Trafficking accounts for an estimated $32 billion in annual trade with sex slavery and pornographic film production accounting for the greatest percentage. The girls arrived at Slim’s building young and naive, they left older and wiser. This was a classic value chain with each link making a contribution.  Slim’s trainers were the best, and it showed in the final product. Each class of girls was judged on the merits. The fast learners went on to advanced training. They learned proper etiquette, social skills and party games. They learned how to dress, apply makeup and discuss world events.  Best in-class were advertised in international style magazines with code words. These codes were known only to select clients and certain intermediaries approved by Slim. This elaborate distribution system was part of Slim’s business model, his clients paid an annual subscription fee for the on-line dictionary. The code words and descriptions were revised monthly.  An interested client would pay an access fee for further information that included a set of professional  photographs, a video and voice recordings of the model addressing the client by name.  Should the client accept, a detailed travel itinerary was submitted calling for first class travel and accommodation.  Slim required a letter of understanding spelling out terms and conditions and a 50% deposit. He didn’t like contracts, his word was his bond, everyone along the chain knew that. Slim's business was booming.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

The best teachers are those that can influence even the poorest of all learners.

The Singaporean study also identified three specific conditions that promoted productive failure. First, failure is best when it promotes a sense of challenge and engagement versus frustration. Frustration, of course, is the feeling that you are going nowhere at top speed, so there has to be a sense of progress and achievement. You can’t just hand a child a calculus equation and expect productive failure. It has to be within their capabilities and they have to be able to see improvement.  Second, failure is best when learners have the opportunity to elaborate on what they are doing and thinking, as was done in a group setting during the study. When you can narrate what you’re doing, instead of toiling away in silence, it can help shed light on your efforts because you’re actively thinking about what you’re doing and analyzing it. Often, thinking out loud leads to solutions that wouldn’t have appeared otherwise. Third, failure is best when learners have the chance to compare solutions that work, and solutions that don’t. This is what happens when you aren’t shown the exact path every single time. You recognize the red flags of failure and gain intuition when something seems right or wrong.

Milan Kundera, author of The Unbearable Lightness of Being, has said that “The stupidity of people comes from having an answer for everything. The wisdom of the novel comes from having a question for everything.” Substitute “master learner” for “novel,” and you have my philosophy of life. Often, all that stands between you and what you want is a better set of questions.

on as you learn more complex hacks and tests, you will need a target machines suited for such hacks. The best way to learn to hack Linux systems is to download and install the Metasploitable Linux distribution. The Metasploitable distro is purposefully made to incorporate vulnerabilities that learners like yourself can use for security testing and hacking purposes. The best part is that you can set it up to boot just like an operating system you use for your everyday computing needs or you can set it up in VirtualBox or VMware Workstation platforms. Using Metasploitable Linux OS for your hacking practice is the best way to understand more about the Linux infrastructure, security setup, and how to discover and exploit its vulnerabilities. You can read the documentation of Metasploitable and download the installation ISO from Rapid 7

When ever you think that you're the best in something you do,then there will be always someone will come to prove you wrong.

At Vicky Driving School, We pride ourselves on our high standard of driving lessons. By learning with Vicky Driving School, Learners are ensuring the best chance of success and many years of safe driving on the road! Our instructors understand individual needs, so that we have designed the lessons according to our students. We also offer the refresher and practice driving lessons to build confidence and experience on the road. Vicky Driving School qualified, experienced driving instructors offer well-structured yet relatively cheap driving lessons anywhere in Melbourne. Visit our website now and book your driving lessons. Contact No: 452061221 Address: Victoria 3064 Australia

Books connect us with our ancestors’ struggles, and allow us to tap into the wisdom that they extracted from nature and human relationships. Book reading allows us direct access to the great minds and the best teachers of the ages.

The first eye-opener came in the 1970s, when DARPA, the Pentagon’s research arm, organized the first large-scale speech recognition project. To everyone’s surprise, a simple sequential learner of the type Chomsky derided handily beat a sophisticated knowledge-based system. Learners like it are now used in just about every speech recognizer, including Siri. Fred Jelinek, head of the speech group at IBM, famously quipped that “every time I fire a linguist, the recognizer’s performance goes up.” Stuck in the knowledge-engineering mire, computational linguistics had a near-death experience in the late 1980s. Since then, learning-based methods have swept the field, to the point where it’s hard to find a paper devoid of learning in a computational linguistics conference. Statistical parsers analyze language with accuracy close to that of humans, where hand-coded ones lagged far behind. Machine translation, spelling correction, part-of-speech tagging, word sense disambiguation, question answering, dialogue, summarization: the best systems in these areas all use learning. Watson, the Jeopardy! computer champion, would not have been possible without it.

The visual-spatial learner thinks primarily with images, learns concepts all at once, sees the big picture, learns best by seeing relationships, and learns complex concepts easily but struggles with easy skills. One possible explanation for dyslexia is that some children who are right-brained learners find it much easier to think about new information and solve problems using their visual-spatial strategies. Over time, they reinforce their own tendencies toward relying on imagery and intuitive thought processes, and fail to develop strong brain pathways for thinking with the sounds of language. Thus,

"Find out more" interactives "Find out more" interactives appeal to visitors of all levels of interest—from those who just want to grasp the big picture to those who wish to dig deeper. Gaming interactives Gaming interactives appeal to those who learn by doing rather than being shown or told (sometimes referred to ask kinaesthetic learners). These do not need to be digital—many of the best game-based interactives are mechanical and kinetic. They are often a great way of helping visitors to see how dry content can be applied to more exciting scenarios. Environmental interactives Environmental interactives are immersive interactive experiences, often on a large scale, intended to connect with users in an emotional and awe-inspiring way by carrying a powerful, overarching message. Often, these pieces feel closer to art installations than interactives The main outcome of the interactive is often a sensory impression, rather than an intense learning experience.

The very first thing a conjuror must procure is a conjuring-wand—an implement that is always supposed by the audience to be for show only; and for such they must always be made to think it is. It is, however, an absolutely indispensable article, both to beginner and proficient, as it serves as an auxiliary to the concealment of any article in the hand, as will be explained hereafter. For the present, all the learner has to do is to procure a round stick of ebony, about 18in. long, fitted with ivory, silver, or brass ferrules (not caps) countersunk at each end; and to trust to me to its being necessary. It is best to have the wand made to suit the taste, as those sold at conjuring-shops are invariably too short. Any walking-stick manufacturer will make it.

Become a lifelong learner. Read books, watch videos, listen to audio, and seek lessons for learning how to live your best life now.

Establishing a student-centered learning culture means creating the conditions and ethos that best support every learner’s ability to master a high-challenge, standards-based curriculum. Through a variety of means—including developing high teacher expectations for each student, creating a safe and orderly learning environment, providing academic press along with meaningful academic and social supports, affording supportive peer norms, and fostering helpful and respectful relationships—teachers and principals can re-boot their school’s culture in ways that advance the likelihood of every child’s academic success.

And I accepted the job without consulting Shelley. Yeah, I’m a slow learner! Fast-forward to today. It’s been an incredible ride. It took the better part of five years to feel like we were stabilized. It took seven years for Shelley to say she actually respected me. It took eight years for her to say that if we had to go through it all over again, she would still choose me. It took nine years for her to say that my sexual addiction was one of the best things that ever happened to her. My jaw hit the floor when she said that. Today, as I write this, it’s a little over ten years since the mocha hit the fan. We have seen God’s amazing redemption play out, and our marriage is special. We’re still trying to figure out intimacy, still working through painful memories of the past, still leaning into conflict. And trust, well, trust has been and is still being restored. It’s an ongoing thing, which is exactly what prompted my penning this book. This book is in so many ways a “don’t do what I did” manuscript. It is the culmination of a decade of trial and error. My hope is that it will give you the courage you need to lean into the trials and make fewer errors than I did.

Reduced teacher-talk is not desirable in essence. It is desirable to reduce teacher-talk when it is getting in the way of learners making the best progress that they can and when it is getting in the way of making learning meaningful, purposeful and, dare we say, even enjoyable at times.

Learners can achieve their absolute best in this way – if we expect it of them, believe in them and persevere.

BULLDOG 401 to 600 Bulldogs being soft and gentle dog breeds are the best family dog, they are very social and friendly. because of their laid-back nature, you don’t have to take your dog on walks or play with them very often. However, don’t mistake this trait for laziness as they are active guard dogs. bulldogs are a very calm and subtle breed by nature so they won’t trouble you with unnecessary temper issues but they are also known for being stubborn and quite slow learners.

many learners’ expectations of language classes have been in large part conditioned by a ‘discourse of nativisim’ – the idea that the best way of learning a language is the way that we learned our mother tongue, i.e. by total immersion. This argument underpins the dissatisfaction expressed by my Catalan friend above. Many learners – and many teachers – feel intuitively that anything less than total immersion irrevocably weakens the ‘push’ to use – and therefore to learn – the target language.

In the United States it is not common for you to make noises or gestures to get the waiters attention. It is best to try to make eye contact with by looking at them.

the mantra of an innovative educator. I am an educator. I am an innovator. I am an innovative educator and I will continue to ask, “What is best for learners?” With this empathetic approach, I will create and design learning experiences. I believe that my abilities, intelligence, and talents can be developed, leading to the creation of new and better ideas. I recognize that there are obstacles in education, but, as an innovator, I will focus on what is possible today and where I can push to lead towards tomorrow. I will utilize the tools that are available to me today, and I will continue to search for new and better ways to grow, develop, and share my thinking, while creating and connecting my learning. I focus not only on where I can improve, but where I am already strong, and I look to develop those strengths in myself and in others. I build upon what I already know, but I do not limit myself. I’m open to and willing to embrace new learning, while continuously asking questions that help me move forward. I question thinking, challenge ideas, and do not accept, “This is the way we have always done it” as an acceptable answer for our students or myself. I model the learning and leadership I seek in others. I take risks, try new things to develop, and explore new opportunities. I ask others to take risks in their learning, and I openly model that I’m willing to do the same. I believe that isolation is the enemy of innovation, and I will learn from others to create better learning opportunities for others and myself. I connect with others both locally and globally to tap into ideas from all people and spaces. I will use those ideas, along with my professional judgment, to adapt the ideas to meet the needs of the learners in my community. I believe in my voice and experiences, as well as the voice and experiences of others, as they are important for moving education forward. I share because the learning I create and the experiences I have help others. I share to push my own thinking and to make an impact on learners, both young and old, all over the world. I listen and learn from different perspectives because I know we are much better together than we could ever be alone. I can learn from anyone and any situation. I actively reflect on my learning because I know looking back is crucial to moving forward. If we all embrace this mindset, imagine what education could become.

The research evidence suggests that a better approach is to strive for additive bilingualism—the maintenance of the home language while the second language is being learned. This is especially true if the parents are also learners of the second language. If parents continue to use the language that they know best with their children, they are able to express their knowledge and ideas in ways that are richer and more elaborate than they can manage in a language they do not know as well. Using their own language in family settings is also a way for parents to maintain their own self-esteem, especially as they may have their own struggles with the new language outside the home, at work, or in the community. Maintaining the family language also allows children to retain family connections with grandparents or relatives who do not speak the new language.

The question of whether learners must be aware that they are ‘noticing’ something in the input is the object of considerable debate. According to information processing theories, anything that uses up our mental ‘processing space’, even if we are not aware of it or attending to it intentionally, can contribute to learning. From a usage-based perspective, the likelihood of acquisition is best predicted by the frequency with which something is available for processing, not by the learner’s awareness of something in the input.

Second language learners are not always aware of their individual cognitive or perceptual learning styles, but virtually all learners, particularly older learners, have strong beliefs and opinions about how their instruction should be delivered. These beliefs are usually based on previous learning experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn.

According to transfer-appropriate processing (TAP), information is best retrieved in situations that are similar to those in which it was acquired (Lightbown 2008b). This is because when we learn something our memories also record aspects of the context in which it was learned and even the cognitive processes involved in the way we learned it, for example, by reading or hearing it. To date, most of the research on transfer-appropriate processing has been done in laboratory experiments, for example, comparing the learning of word lists under different conditions. However, the hypothesis seems to offer a plausible way of explaining a widely observed phenomenon in second language learning: knowledge that is acquired mainly in rule learning or drill activities may be easier to access on tests that resemble the learning activities than in communicative situations. On the other hand, if learners’ attention is drawn to grammatical forms during communicative activities in which their cognitive resources are occupied with a focus on meaning, the retrieval of those forms on a grammar test may be more difficult.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

You ought to learn as best as you can.

Paradigm Shift: Instead of looking at learning from a teacher's point of view, look at it from the learner's point of view. Real learning is best defined by the learner precisely because it can only take place in the learner, regardless of any teaching being done around the learner.

Some theorists have argued that second language learners, like children learning their first language, can learn a great deal of vocabulary with little intentional effort. Stephen Krashen (1989) has asserted that the best source of vocabulary growth is reading for pleasure. There is no doubt that reading is an important potential source of vocabulary development for second language learners as it is for first language learners. However, there are some problems with the notion that vocabulary growth through reading requires little effort. As noted above, it is difficult to infer the meaning of a new word from reading unless one already knows 95 per cent or more of the other words, and learners usually need to have many meaningful encounters with a word before they recognize it in new contexts or produce it in their own speaking and writing. As we saw in Chapter 1, Dee Gardner’s (2004) research demonstrates that certain types of words are rare in narratives. Thus, students who read mainly fiction may have little chance of learning words that are essential for their academic pursuits. Conversely, reading mainly science texts will not provide many opportunities to learn the vocabulary of social interaction.

hypothesis was influenced by cognitive theory, but more recent work has been motivated by sociocultural theory. Using the term collaborative dialogue, Swain and Lapkin and their colleagues have carried out a series of studies to determine how second language learners co-construct linguistic knowledge while engaging in production tasks (i.e. speaking and writing) that simultaneously draw their attention to form and meaning. As shown in Communication task B in Chapter 5, learners were testing hypotheses about the correct forms to use, discussing them together and deciding what forms were best to express their meaning.

Tragant (2006: 239) sums up the evidence: ‘When FL (foreign language) instruction starts early in primary school there seems to be a decline in the learners’ attitudes around the age of ten to eleven; when most students start a foreign language or enter immersion programmes in secondary school, their initial attitudes are positive but their interest soon wanes.’ This may, of course, have a lot to do with the kind of teaching the children are subject to. If teachers are untrained in foreign language instruction for young learners, it’s unlikely that even the small amount of time available will be used to best effect. This is especially the case if instruction mimics the kind of teacher-fronted, transmissive, grammar-focused instruction that characterizes language teaching at secondary and tertiary level. And a transmissive approach is typically the default choice in large classes of (potentially) unruly children.

learners’ beliefs about the kind of instruction that is best can influence their satisfaction and success. The grammar translation approach is useful for the study of grammar and vocabulary and can be valuable for understanding important cultural texts. The audiolingual approach with its emphasis on speaking and listening was used successfully with highly motivated adult learners in intensive training programmes for government personnel in the United States. However, there is little classroom research to support such approaches for students in ordinary school programmes that must serve the needs of students who bring different levels of motivation and aptitude to the classroom.

Broadly speaking, it seems that teachers help you know and understand and coaches help you practise and get better. Returning to the notion of how we are useful to our students, which do your students need most from you? The following questionnaire can help you think about this further.   Your turn 2 Underlying philosophies Grade each statement from 1 (don’t agree) to 10 (agree completely). Make a note of your answers, if you wish, to discuss with a colleague. a) Learning a language means learning words and rules. b) Learning a language means repeatedly using it. c) People learn best by noticing and working things out. d) They learn best by communicating with other people. e) Mistakes show that students have not understood the grammar properly. f) They show that they have not practised enough. g) Speaking is a conscious, cognitive process. h) Speaking is an automatic habit.   Perhaps all of these statements are true for you. Still, you may have found that you favour some more than others. Notice how a), c), e) and g) promote the idea of language as knowledge to learn, a bit like maths or music theory, whereas b), d), f) and h) reflect the side of learning that involves practising a skill, more like tennis or playing the piano. If you think that the skill side of language learning is particularly important, you will probably feel comfortable thinking of yourself as a language coach, someone whose main job is to get students practising and improving. If you see language as knowledge, the question to ask yourself is how your students can best acquire that knowledge, from you teaching it to them or from other sources of reference and input?

Vanity metrics wreak havoc because they prey on a weakness of the human mind. In my experience, when the numbers go up, people think the improvement was caused by their actions, by whatever they were working on at the time. That is why it’s so common to have a meeting in which marketing thinks the numbers went up because of a new PR or marketing effort and engineering thinks the better numbers are the result of the new features it added. Finding out what is actually going on is extremely costly, and so most managers simply move on, doing the best they can to form their own judgment on the basis of their experience and the collective intelligence in the room. Unfortunately, when the numbers go down, it results in a very different reaction: now it’s somebody else’s fault. Thus, most team members or departments live in a world where their department is constantly making things better, only to have their hard work sabotaged by other departments that just don’t get it. Is it any wonder these departments develop their own distinct language, jargon, culture, and defense mechanisms against the bozos working down the hall? Actionable metrics are the antidote to this problem. When cause and effect is clearly understood, people are better able to learn from their actions. Human beings are innately talented learners when given a clear and objective assessment.

Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.

Certainly, it seems that having a large vocabulary is a pre-requisite for proficiency in the receptive skills. As Bhatia Laufer (1997: 31) puts it: ‘By far the greatest lexical obstacle to good reading is insufficient number of words in the learner’s lexicon. [In research studies] lexis was found to be the best predictor of success in reading, better than syntax or general reading ability.’ How many words, then, are sufficient to push learners over the threshold, beyond which texts start to make sense? In the 1990s, the bar was set at around 90 percent, i.e. comfortable reading could be achieved if 90 percent of the words in any given text were familiar to the reader. Ninety percent represents a receptive vocabulary of around 3,000 words. Since then, the figure has crept inexorably upward. But the

my First Law of School Work will kick in: A job not worth doing is not worth doing well. One of the best things teachers can do is work very hard to make sure research projects are well designed and intrinsically motivating.

How do you do this for your class? First, you have learners create their own Personal Learner Profile so they understand how they learn best. You probably know already that each learner in your class is different and unique. None are the same. There is no average learner.

The Truth Is That the Best Leaders Are the Best Learners. Leadership can be learned. It is an observable pattern of practices and behaviors, and a definable set of skills and abilities. Skills can be learned, and when we track the progress of people who participate in leadership development programs, we observe that they improve over time.

When you don’t learn the best, you will teach the worst.

Like many good military leaders, Lawrence had an ability to grasp quickly the heart of the matter, the essential element. And like the best strategists, Schneider notes, Lawrence was a “master learner,” endlessly curious and reflective to a fault. Also, his background in military intelligence gave him an advantage in prosecuting a campaign of irregular warfare, in which information usually is more important then action.

When looking at agendas for board, faculty, team, and other meetings, to what extent do agenda items and meeting minutes deal with processes and criteria related to placing students in different programs versus classroom processes and strategies that can best meet the needs of these learners?

Chapter 4 On-the-Spot TPTs You can have the best lesson and read the most intriguing stories, but if you've lost your students, your wonderful lesson wasn't as wonderful as you had hoped. For me that was a huge wake-up call, that one math lesson where I looked up from the overhead and realized no one was with me. See, in my head, it was going great! But it was going great for me, not for them! —Courtney Cislo, 5th grade teacher

Strategic Design cannot begin with a needs assessment if we want to create an Information Age, learner empowerment vision for our school system. Our present Industrial Age schools are IN-THE-BOX. If we start by studying how we can improve an obsolete structure, we will continue to think of how we can improve the components of an outdated, underperforming system. We can only get OUT-OF-THE-BOX if we ask ourselves the right questions: questions that allow us to think freely, creatively, and logically. Anything we do to try to improve our assembly line schools will be “tinkering” at best, when what is needed is a future-focused transformational vision. We don’t want to catch up with those who are the best at being obsolete; we need to leapfrog them!

3. Develop a personal learning style Having known your personal profile, you can pick the learning style that can give you the most benefits. There are three common types of learning styles; Visual, Auditory and Kinesthetic. By identifying the learning style that best suit your profile, you will be able to maximize your strengths and compensate for your weaknesses. Visual Learning – If your dyslexia isn’t anything related to your visual processing or any visual dyslexia, this learning type may just suit you. Visual learners like to see things with the eyes. They likely think in pictures and uses different illustrations, diagrams, charts, graphs, videos and mind maps when they study. If you are a visual learner it will be useful to rewrite notes, put information on post-it notes and stick it everywhere, and to re-create images in the mind. Auditory Learning – Auditory learners, on the other hand, think in verbal words rather than in pictures. The best they can do to learn is to tape the information and replay it. It also helps if they discuss the materials that must be learned with others by participating in class discussions, asking questions to their teachers and even trying teaching others. It is also helpful to use audio books and read aloud when trying to memorize information. Kinesthetic Learning – Kinesthetic learners are those who are better to learn with direct exposure to the activity. They are the ‘hands-on’ people and learn best when they actually do something. For them, wiring a circuit board would be much more informative than listening to a lecture about circuits or reading a text book or about it. However, it may also help to underline important terms and meanings and highlight them with bright colors, write notes in the margin when learning from text and repeat information while walking. 4. Don’t force your mind Don’t force your mind to do something beyond your ability. Don’t force yourself to enter a library and finish reading a shelf of books in one day. Be patient on yourself. Take everything slowly and learn step by step. Do not also push yourself if you are not in the mood to read, it will just cause you unnecessary stress. 5.

What sort of things might constitute an agenda for further professional improvement? Beyond the sharing of the good, bad and the ugly in conversations in staff meetings and at professional development sessions, new vistas are opened up when we read about considered practice. Books such as Ron Berger’s Ethic of Excellence, Graham Nuthall’s The Hidden Lives of Learners, Shaun Allison and Andy Tharby’s Making Every Lesson Count, David Didau’s The Secret of Literacy, Gordon Stobart’s The Expert Learner, Willingham’s Why Don’t Students Like School, Shirley Clarke’s Outstanding Formative Assessment and Dylan Wiliam’s Embedded Formative Assessment. For starters. Then there are the educational blogs which provide quick insights into new thinking.

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Becoming a creature of discomfort can unlock hidden potential in many different types of learning. Summoning the nerve to face discomfort is a character skill—an especially important form of determination. It takes three kinds of courage: to abandon your tried-and-true methods, to put yourself in the ring before you feel ready, and to make more mistakes than others make attempts. The best way to accelerate growth is to embrace, seek, and amplify discomfort. Going Out of Style There’s a popular practice in schools that has dissuaded many learners from seeking discomfort. It arose as a well-intentioned solution to a pervasive problem in the American education system. For

It is difficult to accept that the best learning road is slow, and that doing poorly now is essential for better performance later. It is so deeply counterintuitive that it fools the learners themselves

When learners follow a strategic approach to learning, they probably engage intellectually on learning in a narrow sense while obtaining higher grades, but it does not yield the best learning outcomes based on sound pedagogical principles; the learners may struggle to see the relationships between different bodies of knowledge as a consequence of not investing some quality time on reflecting and conceptualising, apply their knowledge in different contexts, and may not retain the knowledge long after sitting the examinations.

In his book Zen Mind, Beginner’s Mind, Zen master Shunryu Suzuki approaches the question of fast and slow learners in terms of horses. “In our scriptures, it is said that there are four kinds of horses: excellent ones, good ones, poor ones, and bad ones. The best horse will run slow and fast, right and left, at the driver’s will, before it sees the shadow of the whip; the second best will run as well as the first one, just before the whip reaches its skin; the third one will run when it feels pain on its body; the fourth will run after the pain penetrates to the marrow of its bones. You can imagine how difficult it is for the fourth one to learn to run. “When we hear this story, almost all of us want to be the best horse. If it is impossible to be the best one, we want to be the second best.” But this is a mistake, Master Suzuki says. When you learn too easily, you’re tempted not to work hard, not to penetrate to the marrow of a practice.

Perhaps the best you can hope for on the master’s journey—whether your art be management or marriage, badminton or ballet—is to cultivate the mind and heart of the beginning at every stage along the way. For the master, surrender means there are no experts. There are only learners.

One of the greatest challenges educators and parents face is getting students engaged in their own learning. Particularly in middle school and high school, a large segment of students is doing as little as possible to get by. Even some top students take what Ned calls a “station-to-station” attitude, refusing to do anything that doesn’t contribute to a grade.2 We’re not raising curious learners who are motivated to develop their own minds. We’re raising kids who are overly focused on metrics and outcomes. The best thing you can do to facilitate engagement in the classroom may be to give your kid autonomy outside of it.

… the best leaders are simply the best learners.

You can do the same. You can choose to see yourself as one of the fastest learners in the world. Once you do so, begin to evaluate yourself based on: How fast you can learn, and How willing you are to appear ignorant and face ridicule as you learn new skills. When your identity becomes tied to your willingness to learn, you’ll stop trying to look good, and you’ll let go of your desire to appear smarter than you are. Instead, you’ll humble yourself, knowing this is the best strategy to learn fast and achieve any goal you want.

By offering a diverse range of teaching methods, educators empower learners to choose the pathways that resonate best with them.

Rapid learning classes are built upon the premise that learners can efficiently absorb information at an accelerated pace. By incorporating the principles of rapid learning and strategically selecting the best strategies, techniques, and methods, educators can facilitate quicker and more efficient learning outcomes.

Core words are the most frequently used words in communication. Studies in which researchers analyze language samples from different populations and contexts have shown that there are approximately three hundred to four hundred words that make up about 80 percent of everything we say.20 Core words are typically verbs, adjectives, pronouns, adverbs, and prepositions. The most effective AAC systems are set up to teach core vocabulary first “because it allows communicators to express a wide variety of concepts with a very small number of words. Since core words make up the majority of spoken language, focusing on core vocabulary allows many opportunities throughout the day to hear the same words being used in a natural environment.”21 Using core words sets the learner up for their best communication success.

Admission Open in Nios Board 10th & 12th April & October Session in Dwarka, Uttam nagar, Palam, Kapashera Here’s some key information about NIOS board exams for 10th & 12th class: Eligibility: NIOS exams are open to a wide range of learners, including school dropouts, working professionals, and those who want to complete their secondary or senior secondary education through distance learning. Subjects: NIOS offers a variety of subjects at both the secondary (Class 10) and senior secondary (Class 12) levels. Students can choose subjects based on their interests and career goals. Examination Schedule: NIOS conducts examinations twice a year: April-May and October-November. Students can choose the exam session that suits them best. Examination Centers: NIOS has examination centers across India and some international locations to accommodate the diverse needs of its students. Examination Format: NIOS board exams are typically conducted in a written format, where students have to answer questions on paper. The question papers are sent to the examination centers, and students are required to appear in person to take the exams. Admit Card: NIOS issues admit cards to registered students, which contain essential information about the exam schedule, center details, and instructions for candidates. Results: After the exams are conducted, NIOS releases the results after 45 days, and students can check their results on nios official website and download the passing mark sheet. Certification: Upon successfully passing the NIOS board exams, students receive a secondary or senior secondary certificate, which is equivalent to certificates issued by other recognized educational boards in India. Apply Nios Admission through J.P INSTITUTE OF EDUCATION, DELHI Disclaimer: Note requirement of document and fee change be as per the direction of NIOS We at J.P INSTITUTE OF EDUCATION Provide NIOS Admission for the OCTOBER 2023-2024 session For more detail about the course you can visit our Institute.

Effective leaders know that to maintain their edge they need to see their edge – and beyond. They recognize that if they can’t see their own blind spots, patterns and world views, they’ll be making decisions based on erroneous information. Acting on what they believe to be true, rather than on what is actually true, is a great way to guarantee muddy results. Effective leaders know intuitively that self-awareness is the key to creating desirable results. Coaching is all about developing that deeper awareness by revealing what cannot otherwise be seen. As a busy executive or professional, you’re already a life-long learner. But how aware are you? Are you applying your curiosity to yourself? Your patterns? So how does coaching help leaders? Coaching is the one place where you can explore what you truly want – with no fear of being judged or found wanting. You can question your own point of view in confidence, and play with alternate ways of seeing your experience. You get to learn how to think flexibly, learn about your strengths, face your challenges and discover the wisdom you already have. Coaching is the process that supports you in finding your own answers. You learn to be your own best ally by regularly exploring how to make your deeper knowing sustainable across time. Over time, you learn to trust yourself in a new way.

The best people I know are constantly learning, putting themselves humbly under the leadership of others who’ve gone before them. This is no indicator of weakness but rather healthy ambition. That woman is unafraid of a challenge and cares enough about her own development to ask for help and secure the outcome she wants. Learners become our most effective leaders.

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If your boss is learning and you are not you are soon going to be left behind or out on your ear. Cs are dynamic learners, allergic to stasis of any kind. The Economist understood this perfectly when it ran the advertisement: ‘If your assistant reads The Economist, don’t play too much golf.

The Woodcraft Folk is a youth organisation, a bit like Brownies or Scouts but it mixes boys and girls together and has an arty, bohemian vibe. [...] We call the adults in charge ‘leaders’ and address them by their Christian names – this is the first time I'm allowed to call an adult by their first name. At Woodcraft children are treated like people, not half-formed irrelevant creatures, we are consulted on every decision that's made.

The best leaders are the hungriest learners.

In an emerging consumer learner environment, the faculty member can engage and direct understanding.

We learn best when we use several different senses—hearing, seeing, and, perhaps especially, being able to feel with our hands. At deep levels in your brain, you see and hear. You see and smell. You hear and touch. When your brain creates its impressions of the world, you want as many senses involved as possible. So whenever you’re learning anything, try to take advantage of all your senses. Don’t think of yourself as having a preferred learning style. Think of yourself as an “all-inclusive” learner. If you imagine hearing a famous person from history speaking to you, or you visualize a chemical, that counts as multisensory learning, which is the most effective kind. For everyone.